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Challenging Substantive Knowledge in Educational Media

A Case Study of German History Textbooks

Lucas Frederik Garske

of content versus skills, when they are in fact interconnected. 20 Substantive knowledge refers to the “content” and “substance of history,” but is “more than mere information”; 21 it includes particulars, individuals, and concepts. 22 In this

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Constructions of Identity in Cameroonian History Textbooks in Relation to the Reunification of Cameroon

Raymond Nkwenti Fru and Johan Wassermann

opposition), traditional authority, and civil society in bringing about the political developments that culminated in reunification. This overwhelming presence of Anglophone-related historical characters and events in the substantive knowledge content of the

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Experiencing, Using, and Teaching History

Two History Teachers’ Relations to History and Educational Media

Robert Thorp

to substantive knowledge, 4 and since this, it has been argued, poses a challenge both for the subject of history itself 5 as well as for history teachers, 6 it would be relevant to study how teachers see the role of experiences, memories, and